| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 8.99 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
RESUMO
O presente relatório relata o processo de construção do modelo pessoal de intervenção educativa em contexto de jardim de infância, com um grupo de crianças com idades compreendidas entre os 3 e os 6 anos, no âmbito da Prática Profissional Supervisionada (PPS) do Mestrado em Educação Pré-Escolar, durante aproximadamente 4 meses.
Ao longo da PPS tive uma atitude investigativa sobre o jogo, tendo como ponto de partida a questão: Qual a importância do jogo para o desenvolvimento e aprendizagem das criança?. Pois, o contexto não dinamizava atividades em grande grupo e as crianças não utilizam o jogo como forma de brincadeira.
Tendo em conta a natureza da problemática, parti para uma investigação assente numa abordagem qualitativa ou interpretativa orientada pelas diretrizes da investigação-ação, com os seguintes objetivos: (1)Promover momentos de interação e cooperação em grande grupo através do jogo; (2) Criar oportunidades de jogos infantis de movimento, de modo a que estes façam parte das atividades lúdicas das crianças; (3)Compreender a importância atribuída pelas famílias e pela educadora do jogo no pré-escolar; (4)Compreender quais os contributos do jogo para a aprendizagem e desenvolvimento do grupo e (5)Compreender qual o papel do educador face ao jogo.
Para a recolha de dados recorreu-se a diversos tipos de observação (naturalista e participante) - registada em notas de campo-, a questionários às famílias das crianças e à Educadora Cooperante (EC), a entrevistas semiestruturadas à EC e à Diretora da instituição e recorreu-se ainda à análise documental. No que concerne à analise e interpretação dos dados, foi elaborada uma análise categorial.
Os dados reunidos sustentam a ideia da importância das crianças terem tempo e espaço na sua vida quotidiana para o jogo, revelando que o mesmo poderá potenciar a aprendizagem e o desenvolvimento da criança nas suas várias vertentes- cognitiva, motora, socioafetiva e social. O presente estudo permitiu ainda colocar em evidência a relevância do papel do adulto, sendo este essencial para a criação de oportunidade de jogo.
ABSTRACT This report adresses the process of building the personal model of educational intervention in the context of kindergarten, with a group of children aged between 3 and 6 years old, within the scope of the Supervised Professional Practice (PPS) of the Masters in Education Pre-school, for approximately 4 months. Throughout the PPS I had an investigative attitude about games, starting with the question: What is the importance of games for the development and learning of children? Because, the context did not stimulate activities in large groups and children do not use games as a form of play. Bearing in mind the nature of the problematic, I started an investigation based on a qualitative or interpretative approach guided by the guidelines of action research, with the following objectives: (1) Promote moments of interaction and cooperation in large groups through the game; (2) Create opportunities for children movement games, so that they are included in children play behavior; (3) Understand the importance attributed by families and the game educator in preschool; (4) Understand what the game contributes to the group's learning and development and (5) Understand the educator's role in relation to the game. For the collection of data, several types of observation were used (naturalist and participant) - recorded in field notes -, questionnaires to the children's families and Cooperative Educator (CE), semi-structured interviews to the CE and the director of the institution and documentary analysis was also used. Regarding the analysis and interpretation of data, a categorical analysis was prepared. The data gathered support the idea of the importance of children having time and space in their daily lives for the game, revealing that it can enhance the child's learning and development in its various aspects - cognitive, motor, socio-affective and social. The present study also made it possible to highlight the relevance of the role of adults, which is essential for the creation of opportunities for game.
ABSTRACT This report adresses the process of building the personal model of educational intervention in the context of kindergarten, with a group of children aged between 3 and 6 years old, within the scope of the Supervised Professional Practice (PPS) of the Masters in Education Pre-school, for approximately 4 months. Throughout the PPS I had an investigative attitude about games, starting with the question: What is the importance of games for the development and learning of children? Because, the context did not stimulate activities in large groups and children do not use games as a form of play. Bearing in mind the nature of the problematic, I started an investigation based on a qualitative or interpretative approach guided by the guidelines of action research, with the following objectives: (1) Promote moments of interaction and cooperation in large groups through the game; (2) Create opportunities for children movement games, so that they are included in children play behavior; (3) Understand the importance attributed by families and the game educator in preschool; (4) Understand what the game contributes to the group's learning and development and (5) Understand the educator's role in relation to the game. For the collection of data, several types of observation were used (naturalist and participant) - recorded in field notes -, questionnaires to the children's families and Cooperative Educator (CE), semi-structured interviews to the CE and the director of the institution and documentary analysis was also used. Regarding the analysis and interpretation of data, a categorical analysis was prepared. The data gathered support the idea of the importance of children having time and space in their daily lives for the game, revealing that it can enhance the child's learning and development in its various aspects - cognitive, motor, socio-affective and social. The present study also made it possible to highlight the relevance of the role of adults, which is essential for the creation of opportunities for game.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Atividade lúdica Criança Jardim de infância Jogo Desenvolvimento Aprendizagem Children Game Ludic activity Development Learning Kindergarten
Citation
Barbeito, R. A. O. (2019). "Vamos jogar?"Potencionalidades do jogo na educação pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12978
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa